SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

National Certificate: Early Childhood Development

SAQA QUAL ID	QUALIFICATION TITLE
23116	National Certificate: Early Childhood Development
ORIGINATOR
SGB Early Childhood Development
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
Was ETDP SETA until Last Date for Achievement			OQSF - Occupational Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 05 - Education, Training and Development		Early Childhood Development
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Level 4	NQF Level 04	Regular-Unit Stds Based
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 0160/05	2006-01-10	2007-10-18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2008-10-18		2011-10-18

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
15982	National Certificate: Early Childhood Development: Preschool Phase	Level 4	NQF Level 04	120	Complete

This qualification is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
58761	Further Education and Training Certificate: Early Childhood Development	Level 4	NQF Level 04	140	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the qualification is to:

1. Enable learners to facilitate the all-round development of young children in a manner that is sensitive to individual needs (including special needs) and culture-fair within a specific phase of development and with specialisation in a particular setting or role.

2. Provide further education and training opportunities for those with a NQF Level 1 qualification (or equivalent) as well as a basis for further professional development in the higher education and training band for many experienced practitioners in the field who have had limited or difficult access to further career development opportunities.

3. Develop ECD educators with a sound practical qualification to provide quality early childhood development services for children in community-based services.

This qualification provides an opportunity for:

existing learners/educators who have acquired a Level 1 ECD qualification to further their career path in ECD.

potential learners/educators who have acquired a GETC qualification or its equivalent to embark on a career in ECD (entry point).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

In order to achieve the exit outcomes of this qualification, learners need the following knowledge, skills, attitudes and values:

functional literacy, viz. ability to communicate effectively in their first language, both orally and in writing;

ability to understand and use a second language for everyday communication;

sufficient mathematical/numeracy skills (add, subtract, multiply and divide);

an understanding of the basic needs of young children would be an advantage.

Recognition of Prior Learning:

The qualification can be achieved as a whole or in part through the recognition of prior learning.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

N/A

EXIT LEVEL OUTCOMES

1. Provide a wide variety of developmentally appropriate learning activities that support and extend learning.

2. A range of skills and techniques is used appropriately to mediate children`s learning on an individual basis, in small and large groups.

3. Demonstrate inclusive anti-bias attitudes, values and practices in all aspects of the learning programme.

4. Protect the safety of children and adults and support good health practices.

5. Support each child`s emotional and social development in ways that help them learn to manage their own behaviour.

6. Establish positive and supportive relationships with co-workers, families and community.

7. Manage a well-run, purposeful learning programme responsive to children`s interests and developmental needs.

8. Demonstrate commitment to the development of high quality ECD services.

Critical Outcomes:

1. Identify and solve a variety of problems showing that responsible decisions have been made based on knowledge of early childhood development and teaching practices.

2. Work effectively with others as a member of a teaching team and in co-operation with family members and the community in supporting early childhood development.

3. Organise oneself and one`s activities responsibly to manage an effective learning programme that meets the needs and interests of young children.

4. Collect, analyse, organise and critically evaluate information relating to children`s needs and progress in the ECD programme.

5. Communicate effectively with co-workers, children, their families and community members using visual materials and language skills, mainly verbal but also in writing.

6. Use appropriate technology in making learning resources and solving problems relating children`s health and safety, showing responsibility towards the environment.

7. Demonstrate an understanding of the holistic and integrated nature of child development and the interaction of various social, economic and environmental systems in creating and solving problems related to providing ECD services.

Developmental outcomes:

1. Reflect on and explore one`s own learning strategies and those used by young children.

2. Participate as a responsible citizen in the life of the local community by facilitating the learning and development of its young children in co-operation with families and advocating children`s rights to quality learning opportunities.

3. Be culturally and aesthetically sensitive across a range of social contexts by exploring and implementing anti-bias and culture-fair attitudes, values and practices that also involve art, music and dramatic play activities.

4. Explore education and career opportunities in the ECD sub-field.

5. Develop entrepreneurial opportunities in setting up and managing ECD services, learning basic administrative skills and craft skills in making learning resources.

ASSOCIATED ASSESSMENT CRITERIA

1.1 A practical knowledge of how children learn and develop underpins the provision of a wide range of learning activities and resources to facilitate integrated learning and holistic development.
1.2 Space, equipment and materials are arranged attractively to stimulate children`s interest and encourage active learning.
1.3 Activities are carefully planned to include familiar objects that allow children to build on previous experience as well as novel elements that present a challenge to extend learning.
1.4 Observations of children`s responses to the learning environment are recorded and reviewed regularly to inform programme planning.

2.1 Strategies used to support and extend children`s learning and thinking include observation, listening, modelling, offering help, and an understanding of the use of language to mediate learning.
2.2 Meaningful praise is given to affirm the learner`s competence.
2.3 Children are actively encouraged to collaborate and learn from each other.
2.4 Large groups are skilfully managed using a range if inter-cultural and intra-cultural techniques and supports (e.g. story props, puppets, songs, games, rhymes, musical instruments, inflection and tone of voice).
2.5 Children`s language development is facilitated in their first language(s) as a basis for communication, literacy and conceptual development, and another language is introduced at a conversational level.

3.1 All activities and learning resources are culture-fair and free from race and gender bias, and are adapted where necessary for children with special needs.
3.2 Activities and learning experiences are provided to help children explore and value their cultural heritage and understand other cultural traditions and ways of life.
3.3 The importance of the early identification of children with barriers to learning and other special needs (disabilities, emotional problems and abuse) is understood, and appropriate action is taken.
3.4 Children with disabilities are helped to participate fully in the ECD programme in co-operation with families, health practitioners and specialist agencies.
3.5 Support is provided to children coping with experiences of communal and/or domestic violence and personal trauma (including child abuse, consequences of HIV/AIDS).
3.6 Activities, stories and discussion are used to enable children to support those with special needs, express their fears and explore issues of personal safety in ways that are appropriate to the level of development.

4.1 Safety measures and routine practices for maintaining a clean and safe environment are recorded and explained.
4.2 Children are supervised appropriately for their developmental level in relation to the degree of risk involved.
4.3 The extent of an injury or an emergency is quickly and calmly assessed, and appropriate action taken immediately.
4.4 Children are encouraged to learn and practise safety and health maintenance habits, including an understanding of nutrition and physical fitness.
4.5 Signs of malnourishment, ill health and abnormality are noted and appropriate action is taken.

5.1 Appropriate strategies are used to help children develop a positive self-image and identity, self-reliance and initiative, and to recognise and deal with their feelings.
5.2 Children`s social development is facilitated in developmentally appropriate ways.
5.3 Developmentally appropriate strategies and techniques are used to help children learn to manage their own behaviour.
5.4 Problem situations are anticipated, and appropriate action is taken to prevent behaviour getting out of control.
5.5 Concerns about persistent behavioural problems are discussed with responsible family members or guardians and/or persons qualified to give advice.

6.1 Responsibilities and duties are agreed with co-workers and carried out in a positive way that promotes co-operation and good relationships in the team.
6.2 A constructive contribution is made to problem-solving in team meetings and to the resolution of conflict situations.
6.3 Family members are encouraged to participate in activities with children and/or in activities related to maintaining a good programme.
6.4 Information about children`s development and needs is shared with families informally on an individual basis and in more structured group situations based on an understanding of how adults learn.
6.5 Available resources in the community are used to support the ECD programme.

7.1 Learning activities and experiences are planned on a daily, weekly and longer term basis in response to children`s interests and developmental needs within the context of the national curriculum framework (where appropriate).
7.2 Programme activities are regularly evaluated and the planned learning programme adapted accordingly.
7.3 The process of continuous outcomes-based assessment is understood, and the methods and procedures used are sufficiently comprehensive and systematic to provide a valid assessment of each child`s progress.
7.4 The assessments are used to identify children requiring specific assistance, and appropriate activities or strategies are planned to help each child.
7.5 The methods or procedures used to discuss or report on children`s progress to family members are appropriate to the setting, supportive and meaningful to families.
7.6 Administrative tasks relating to admission procedures, educational programme and assessment record-keeping, and financial controls are implemented satisfactorily.

8.1 Problems and weaknesses in the programme have been identified, and efforts to improve the quality of the service are being made in co-operation with co-workers, families and the community.
8.2 Decisions about children and programme planning are based on knowledge of early childhood development and teaching practices, showing recognition of how personal values, opinions and biases can influence one`s judgement.
8.3 Good quality services and the rights of children and families are advocated through working with families, the community and other practitioners.
8.4 Communication with children, co-workers, parents, community and people in positions of authority is effective, including the ability to speak, read, write and use written resource material for learning and teaching in at least two South African languages.
8.5 An effort is made to gain knowledge and increase vocational competence through reflection on own practice and learning from others informally (e.g. asking questions, discussion, radio or TV programmes) and formally through reading and attending events (e.g. workshops and conferences).

Integrated Assessment:

A range of assessment methods are recommended including workplace observation, written assignments, portfolios, structured interviews/discussion, self evaluation, peer assessment, and family evaluation for both formative and summative assessment.

In each unit standard guidance on assessment methods is given that is appropriate to the competence that needs to be demonstrated in relation to the specific outcomes.

INTERNATIONAL COMPARABILITY

The Level 4 ECD qualification is comparable with the following qualifications:

Level 2 NCVQ/SCVQ* in Child Care and Education qualifications in the UK

Child Development Associate (CDA) qualification in the USA (Level 1)

Detailed outcomes-based standards are available for both qualifications permitting direct comparison.

Note:
NCVQ = National Council for Vocational Qualifications
SCVQ = Scottish Council for Vocational Qualifications

ARTICULATION OPTIONS

N/A

MODERATION OPTIONS

Each unit standard provides more specific guidance regarding moderation of the specific outcomes, but the following general guidelines apply to the qualification:

1. Internal moderation: Training providers offering one or more unit standards towards the achievement of this qualification need to have internal quality assurance mechanisms in place to ensure that:

the learning programme and learner support provided is sufficient to enable learners to achieve the specific outcomes, and

all aspects of the assessment of learners are moderated by a suitably qualified person(s) who is not directly involved in the training provision to establish fair and reliable assessment results.

2. External moderation: An ETQA will facilitate the external moderation of learner achievements.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

This qualification has been replaced by qualification 58761, which is "Futher Education and Training Certificate: Early Childhood Development", Level 4, 140 credits.

This qualification replaces qualification 15982, "National Certificate: Early Childhood Development: Preschool Phase", Level 4, 120 credits.

The qualification is relevant to Health Sciences and Social Services (09), which is also concerned with the care and development of young children, and certain components provide for articulation between the two fields. It is generally accepted that the care and education of young children needs to be fully integrated. ECD is located in Field 05 because of its critical role in developing young children as lifelong learners.

UNIT STANDARDS:

	ID	UNIT STANDARD TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Core	13850	Facilitate active learning in ECD programmes	Level 4	NQF Level 04	30
Core	13851	Facilitate healthy development in ECD programmes	Level 4	NQF Level 04	14
Core	13852	Manage the ECD learning programme	Level 4	NQF Level 04	20
Fundamental	9015	Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems	Level 4	NQF Level 04	6
Fundamental	8974	Engage in sustained oral communication and evaluate spoken texts	Level 4	NQF Level 04	5
Fundamental	8975	Read analyse and respond to a variety of texts	Level 4	NQF Level 04	5
Fundamental	9016	Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts	Level 4	NQF Level 04	4
Fundamental	8979	Use language and communication in occupational learning programmes	Level 4	NQF Level 04	5
Fundamental	7468	Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues	Level 4	NQF Level 04	6
Fundamental	8976	Write for a wide range of contexts	Level 4	NQF Level 04	5
Elective	12834	Care for babies and toddlers in ECD settings	Level 2	NQF Level 02	12
Elective	7401	Making ECD Learning Resources	Level 2	NQF Level 02	8
Elective	12841	Compile a portfolio in ECD practice	Level 3	NQF Level 03	8
Elective	12838	Create an inclusive anti-bias learning environment in ECD settings	Level 3	NQF Level 03	12
Elective	12835	Facilitate the learning and development of babies (0-24 months) in ECD settings	Level 3	NQF Level 03	12
Elective	12836	Facilitate the learning and development of toddlers (18-36 months) in ECD settings	Level 3	NQF Level 03	12
Elective	7405	Facilitating Creative Art Activities in ECD Programmes	Level 3	NQF Level 03	8
Elective	7404	Facilitating Language Development Bilingual/Multilingual ECD Programmes	Level 3	NQF Level 03	8
Elective	7403	Facilitating Learning Through Stories, Songs and Rhymes	Level 3	NQF Level 03	8
Elective	12840	Include children experiencing barriers to learning and development in ECD settings	Level 3	NQF Level 03	12
Elective	13869	Involve family members in ECD programmes	Level 3	NQF Level 03	12
Elective	7406	Managing a Small-Scale ECD service	Level 3	NQF Level 03	12
Elective	12839	Support children and adults living with HIV/AIDS in ECD settings	Level 3	NQF Level 03	8
Elective	13856	Facilitate an inclusive educational environment in ECD settings	Level 5	Level TBA: Pre-2009 was L5	12
Elective	7408	Facilitating a Life Skills Learning Programme in the Reception Year	Level 5	Level TBA: Pre-2009 was L5	12
Elective	7409	Facilitating a Literacy Learning Programme in the Reception Year	Level 5	Level TBA: Pre-2009 was L5	12
Elective	7410	Facilitating a Numeracy Learning Programme in the Reception Year	Level 5	Level TBA: Pre-2009 was L5	12
Elective	7407	Manage a Medium-scale ECD Service	Level 5	Level TBA: Pre-2009 was L5	18
Elective	12842	Manage diversity in ECD settings	Level 5	Level TBA: Pre-2009 was L5	12

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Goldfields TVET College
2.	Institute of Professional Studies and Services
3.	KITSO TRAINING AND DEVELOPMENT
4.	Rhodes University
5.	TLHARIHANI TRAINING CENTRE (PTY) LTD